Community Internship Consortium (CIC)

The Chicago School’s Community Internship Consortium

Please note: The Chicago School Community Internship Consortium is APPIC approved. Please see the APPIC website listing under The Chicago School Community Internship Consortium for details.

Building upon partnerships with Chicago area community agencies and organizations, the CIC offers a 12-month, full-time doctoral internship, consistent with a practitioner-scholar approach, that focuses on community-based clinical practice, and that prepares graduates for leadership roles in community agencies or organizations. The primary goals of the training program are to offer specialty training working with underserved and diverse populations, facilitate opportunities for continued growth in clinical service provision, and expose participants to the social, economic, and other organizational and contextual issues that impact community-based work.

Within the consortium training model Interns are assigned to one of three clinical consortium sites. Interns attend trainings and workshops at each of the sites and participate in weekly cohort activities that allow for the sharing of knowledge and experiences across sites. Additionally, the consortium model provides agencies and institutions the opportunity to network and share knowledge, while providing doctoral Interns with a diverse and comprehensive training experience.

The CIC places an emphasis on multicultural competence and appreciation for the crucial role of diversity factors in the work of a psychologist. As such, we are particularly interested in applications from trainees whose experiences and backgrounds reflect elements of diversity. Through expanding the perspectives of our clinical team to encompass the voices of the community, the CIC as a whole is better able to address the needs of our clients within the community.

Note that the CIC is partially affiliated with The Chicago School of Professional Psychology, however applicants from other schools are welcome to apply.

To download the CIC Training Manual, click here.

The Chicago School’s Community Internship Consortium was awarded accreditation on contingency effective March 17, 2017 by the APA’s Office of Program Consultation and Accreditation. 

APA ACCREDITED PROGRAM

(Accredited on Contingency, March 17, 2017)

American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242

(T) 202- 336-5979
(F) 202-336-5978

Website:www.apa.org/ed/accreditation
Email: [email protected]

CIC Program Information

The Chicago School Community Internship Consortium is housed within The Chicago School of Professional Psychology.

What We Offer:

  • Full Time, 12-month, 2,000-hour program in one of these three exciting settings:
    • Pillars Community Services: Community Mental Health Center
    • Lawrence Hall Youth Services: Youth Residential Treatment Program
    • The Forensic Center: Forensic Services/Community Mental Health Center
  • Advanced skills in assessment and intervention in a community-based setting.
  • Enhanced consultative, administrative and leadership skills.
  • Increased multicultural competence in working within underserved communities.
  • Refined understanding of ethical considerations and professional conduct.
  • Extensive supervision, including individual and group, as well as supervision of supervision.
  • A weekly didactic series focusing on current issues in the field of psychology.

What We Require:

  • Enrollment in a doctoral degree program in clinical or counseling psychology, preferably from an APA accredited school.
  • Completion of all course work, training, and comprehensive exams prior to starting internship
  • Commitment to serving diverse and underserved communities.
  • Solid clinical, leadership, organizational, and communication skills
  • Desire and ability to serve as excellent representatives of the program to the training community and as mentors and supervisors to student trainees.
  • Strong clinical skills, in both intervention and assessment competencies.

Application Due By: December 5, 2016

For the 2017-2018 training year, the consortium will participate in the APPIC match process and will utilize the AAPI process (www.appic.org—Click on “AAPI Online”). Visit the APPIC website for more detailed information about the training program

To learn more, visit the my.thechicagoschool.edu website.

For more information, contact:

Dina Glaser, PsyD
Director of Applied Professional Practice & Training Consortia

325 N Wells, Suite 733
Chicago, IL 60654
p: (312) 379-1690
[email protected]

Program Philosophy and Objectives

The CIC aims to promote the development of clinical and consultation skills within psychological services agencies as well as knowledge related to administration and leadership roles. The training program prepares future psychologists whose career goals include activities such as; community-based practice and scholarship, program development, consultation, serving underserved populations, and outreach. CIC follows a practitioner-scholar model, nested within a developmental approach, which encourages students to apply scholarship to practice, to learn through sequential and gradual development of the clinical and professional skills necessary to become well rounded professionals. At the completion of the training program, Interns are expected to have developed knowledge, skills and professional attitudes across the basic areas of professional psychology. Formal training in the areas of evidence-based practice in intervention, evidence based practice in assessment, consultation and interprofessional/interdisciplinary skills, supervision, cultural and individual diversity, research, ethical and legal standards, professional values and attitudes, and communication andinterpersonal skills.

Program Structure

The CIC program is a full-time, 12-month, 2000 hour program. Each Intern will spend at least four days per week at his/her clinical training site and one-half to one full day per week at rotating training sites.

Interns will primarily engage in direct clinical services, consultation, outreach, and scholarly activities. In this role, Interns will engage in approximately 20-25 hours of weekly face-to-face clinical time, please see the chart below for a full break down of weekly Intern activities. Interns will be matched with a consortium site based on prior experience and training goals. At the outset of the training year, each Intern will complete a Training Contract with his/her primary supervisor, outlining the goals, requirements, and activities within the training experience. The Training Contract will also detail the Intern’s weekly schedule. In addition to their site duties and responsibilities, Interns participate in cohort learning activities that take place at rotating training sites. The cohort learning experiences include: 1) supervision of supervision, which focuses on providing support and training around supervising trainees at the intern’s site; 2.) a didactic series that features guest speakers, workshops, and case presentations, and 3) group supervision, which will focus on professional development, supervision of supervision, and other training issues.

Each Intern will participate in two hours of individual supervision per week, either with two consortium site supervisors - primary and secondary - or alternately with a primary consortium site supervisor and a secondary supervisor identified by The Chicago School.

Doctoral interns will additionally participate in didactics, trainings, case conferences, and staffings at their clinical sites. The CIC is also partially affiliated with The Chicago School, and therefore applicants from The Chicago School will be weighted more.

Activities General Allocation of Time per Week
Individual Supervision 2 hours
Group Supervision 5 (3 from training day, average 2 on site)
Provision of Supervision by Intern 1-3 hours
Didactic Training 2 hours
Assessment 4 hours
Direction Intervention 14-16 hours
Intern Project 2 hours
Administration
(Clinical notes, scoring and report writing)
10-15 hours

Consortium Training Team

Dina Glaser, Psy.D. - Director of the office of Applied Professional Practice & Training Consortium

Dr. Glaser is a Chicago School Alumnus, obtaining her doctoral degree from the Clinical Psy.D. department. She began her career in University Counseling Centers, completing her doctoral internship at James Madison University’s Counseling and Student Development Center, post-doctoral fellowship at The University of Michigan’s Counseling and Psychological Services, and employment as a clinical psychologist at The University of Central Florida’s Counseling Center. Dr. Glaser's clinical focus includes a specialization in eating disordered clients and served as the chair of the eating disorder treatment team during her time at The University of Central Florida. In addition, she has spent several years providing individual and secondary supervision to doctoral and practicum trainees. Dr. Glaser also has a strong interest in prevention and education and has assisted in the development and implementation of outreach on multiple university campuses. In conjunction with her on campus role around prevention/outreach, she served as the treasurer of the Association for University and College Counseling Center Outreach (AUCCCO). Currently, Dr. Glaser is the Director of the Office of Applied Professional Practice & Training Consortia. In this role, she oversees the office of applied professional practice in six different academic departments on the Chicago campus as well as the Xavier and online training programs.  Dr. Glaser also is the training director for The Chicago School’s Community Internship Consortium.  As such, she oversees the administrative functions of the internship program, provides supervision to interns, leads the Internship Training Committee, and assists interns with their professional development throughout their internship year.

Consortium Site Supervisors

Pillars Community:

Leslie Crea-Kammerer, Psy.D.

Dr. Crea-Kammerer is a licensed clinical psychologist currently employed at Pillars, a not-for-profit Community Mental Health Center serving the southwestern suburbs of Chicago. She completed her undergraduate work at Drew University in Madison, New Jersey, and earned an M.A. and a Psy.D. in Clinical Psychology from the Chicago School of Professional Psychology in Chicago, Illinois. She provides individual and family therapy to children, adolescents, and adults in the community, and specializes in addressing issues related to trauma, anxiety and other mood disorders, self-injury, relational aggression and bullying, and sensory issues and Pervasive Developmental Disorders. She also facilitates a DBT Skills Group for adults at Pillars. Dr. Crea-Kammerer utilizes treatment modalities including CBT, DBT, ACT, and TF-CBT, as well as play therapy, relational techniques, and family therapy models. She has strong interests in psychological testing, program development and evaluation, and the assessment of treatment outcomes and effectiveness for informing clinical practices or programs. Dr. Crea-Kammerer greatly enjoys providing clinical supervision and oversees the pre-doctoral and post-doctoral training programs at Pillars, while also providing supervision to M.A. student interns and other staff. Prior to working at Pillars, Dr. Crea-Kammerer was employed or completed clinical training at settings including inpatient and outpatient hospital settings, community mental health centers, a therapeutic day school, and the Chicago Catholic School System. She is also a member of the American Psychological Association (APA) and Illinois Psychological Association (IPA), and served as Treasurer for the Illinois Psychological Association of Graduate Students (IPAGS) while in graduate school. Dr. Crea-Kammerer has also taught courses as an Adjunct Faculty in the MACC program at The Chicago School including Research Methods, Assessment and Treatment of Child and Adolescent Trauma, and Introduction to Clinical Assessment.

Kristen Tyler, Psy.D.- Clinical Supervisor

Kristen Tyler, Psy.D, obtained her doctorate in Clinical Psychology from Adler University.  Prior to attending graduate school in Chicago, Dr. Tyler received her Masters of Education in Counseling Psychology from Cambridge College, in Cambridge, Massachusetts and her Bachelors of Arts in Communication from Bridgewater State University in Bridgewater, Massachusetts. Dr. Tyler completed her doctoral internship at The Chicago School's Community Internship Consortium in the Adult Rotation at Pillars, a community mental health agency in the Western Chicago suburbs.  Her postdoctoral work was also completed at The Chicago School, with a split focus on supervision and training, and clinical work in an integrative care setting.  Dr. Tyler's dissertation, entitled The Englewood Youth Violence Prevention Program: A Program Evaluation, focused on co-developing, evaluating and adapting a violence prevention program on the South side of Chicago.  Program development and evaluation are research interest of Dr. Tyler's, and her long term goal is to create a clinical training facility in the Western suburbs of Chicago.  Dr. Tyler's areas of clinical interest include young adults diagnosed with Schizophrenia or similar disorders; psychodynamic interventions with college-aged populations; and pre or perinatal therapeutic interventions with mothers and families.

Lawrence Hall Youth Services:

Mitchell Sandy, Psy.D.

Dr. Sandy earned a doctoral degree (Psy.D.) in Clinical Psychology from the Chicago School of Professional Psychology in 2007, and he later joined Lawrence Hall Youth Services in December that year. From 2009-2015, Dr. Sandy held the position of Director of Clinical Services. He is currently the Vice President of Health and Residential Services. He is a State of Illinois Licensed Clinical Psychologist who has extensive experiences providing clinical services to school-aged children, adolescents, and families involved in the Child Welfare System, as well as the Juvenile Justice System. Dr. Sandy utilized an eclectic approach to psychotherapy and clinical supervision that incorporates aspects of relational, attachment, and cognitive-behavioral theory and treatment. His areas of professional interest include trauma and attachment issues, juvenile delinquency, risk assessment, and family therapy. Dr. Sandy also is a member of a group practice in Oak Park, IL that provides services to school-aged children, adolescents, young adults, and families. Dr. Sandy is also an Adjunct Faculty at The Chicago School of Professional Psychology. Dr. Sandy is a graduate of the University of Illinois at Chicago and the College of DuPage.

Ashley Newlove, PsyD.

Dr. Ashley Newlove is a Chicago School Alumnus, obtaining her doctoral degree from the Clinical Psy.D. Department. She has specialized training and interest in evidenced-based treatment, including Dialectical Behavior Therapy, Mindfulness-Based Interventions, and Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS). She began her career working in residential treatment facilities for adolescent youth, completing her pre-doctoral internship with The Chicago School of Professional Psychology Community Leadership Consortium, Lawrence Hall Child and Family Treatment Center rotation. Dr. Newlove remained employed with Lawrence Hall through the completion of her post-doctoral hours, and has a strong interest in the implementation of trauma-informed practices across child welfare settings. Dr. Newlove has a strong interest in working with clients that have been affected by complex trauma, through modalities of individual, family, and group work across the lifespan. She also specializes in treatment of depression, anxiety, PTSD, trauma related issues, self-injury, self-esteem issues, and anger. Her clinical experiences include working with incarcerated youth, helping clients with community re-integration, group dynamics, attachment, and emotion regulation. In addition, she has spent several years providing individual and secondary supervision to pre-doctoral and practicum trainees. Currently, Dr. Newlove is a clinical supervisor at Lawrence Hall. In this position, she conducts supervision for staff clinicians, practicum students, and pre-doctoral interns that work within the foster care outpatient program, child and family treatment center, and older adolescent program. In this position Dr. Newlove also maintains a small caseload of clients, prepares and facilities clinical trainings for both staff and clients, and is involved with a variety of administrative tasks and program development.

Darlene Perry, Ph.D.

Dr. Perry is presently program faculty in the Department of Forensic Psychology at The Chicago School of Professional Psychology and the Executive Director of its Forensic Center. Prior to coming to The Chicago School, she founded P & S Evolutions, LLC to provide interventions and therapeutic services to forensic mental health systems. Her small business is a New York City Certified Minority/Women Small Business Enterprise. Additionally, Dr. Perry was a psychologist at New York City Health and Hospital Corporation which provided court ordered forensic evaluations in the Family Court system for the boroughs of New York City. She also was part of a group practice at New York Center for Neuropsychology and Forensic Behavioral Science in which she provided assessments and treatment to victims of trauma, families in dispute, and was part of a team that provided clinical services to adults under the federal parole system for a wide range of offenses that included fraud, drug offenses, and sex offenses. Furthermore, Dr. Perry has years of experience in child protection, community mental health and social justice advocating on behalf of youth and adults in the criminal justice system. She also held a clinical appointment in clinical psychology at Harvard University Medical School at Massachusetts General Hospital as part of her postdoctoral fellowship in which she conducted forensic evaluations at Boston Juvenile Court Clinic and the Children and the Law Program. Dr. Perry continues to practice in both New York and Illinois. Also, as the Executive Director of the Forensic Center, she provides general administrative and fiscal oversight of the Center. She develops community partnerships to support the training and treatment components of the Center. She also develops treatment interventions for the children, families, and adults involved in the court systems and conducts program evaluation procedures for under-resourced agencies.

Laura Benton, Psy.D.

Dr. Laurie Benton obtained a Doctorate of Clinical Psychology from The Chicago School of Professional Psychology in 1998. She is a licensed Clinical Psychologist in Illinois. She worked for 9 years at the Allendale Association. While there, she provided individual, family and group therapy to children and adolescents removed from their homes and communities due to severe emotional and behavior disorders stemming from chronic maltreatment and trauma. Also at Allendale Association, she coordinated the diagnostic testing program and supervised diagnostic practicum students and pre-doctoral interns. Dr. Benton currently maintains a private practice in Grayslake, IL. She provides adult, child, and family psychotherapy. She also conducts psychological evaluations and provides seminars and trainings to agencies and organizations. Dr. Benton began teaching at The Chicago School as an adjunct faculty in September 2002. She moved to Associate Professor and half-time faculty in September 2005. Beginning in September 2008, Dr. Benton took a position as full-time faculty. Her areas of interest continue to be child and adolescent psychology and psychopathology, complex trauma and the impact of chronic child maltreatment, child and family psychotherapy and psychological testing. Dr. Benton is also active in providing services within The Forensic Center. She integrates a trauma informed treatment approach with her interests in parent-child reunification, recidivism reduction and psychological testing. In addition, she is also the Training Coordinator for the Center. In this role, she has helped develop diagnostic and therapy practicum programs as well as a pre-doctoral internship program. She is actively involved in training and supervision of students. Most recently, Dr. Benton has taken a position as a Clinical Supervisor in the Integrated Assessment Program with DCFS. In this position, she works to complete comprehensive evaluations for families in care of DCFS.

Steve Kulb, Psy.D.

Dr. Kulb joined the faculty of the Department of Forensic Psychology of The Chicago School in 2011. Before joining The Chicago School faculty, he worked 14 years at the Allendale Association, where in addition to providing psychotherapy and psychological assessment services, he served as a clinical coordinator of a community based in-home psychotherapy program, as well as provided clinical supervision of professional staff, post-doctoral fellows, pre-doctoral interns, and psychotherapy and psychodiagnostic assessment practicum students in their work with children and adolescents in the Allendale Association's residential, therapeutic day school, and outpatient programs. Prior to working at the Allendale Association, Dr. Kulb was an Instructor of Psychiatry in the Section of Child and Adolescent Psychiatry of the University of Chicago Hospitals, where he provided psychotherapy services to outpatients and psychodiagnostic assessment to outpatients in the Department of Psychiatry and to inpatients at Chicago Lakeshore Hospital. He then accepted an appointment as an Assistant Clinical Professor of Psychiatry at the University of Chicago when he transitioned to private practice. He also provided psychological assessment services to inpatients and psychotherapy services to outpatients at The Rock Creek Center, a psychiatric facility in Lemont, Illinois. Dr. Kulb has been a consulting psychologist for the One-to-One Learning Center in Northfield, Illinois since 1991, and he has maintained an independent practice of psychodiagnostic assessment and psychotherapy of children, adolescents, and adults for more than twenty years.

Allyse Sturdivant, Ph.D.

Dr. Sturdivant is a licensed clinical psychologist in the state of Illinois. She has worked with diverse populations in outpatient clinics, medical centers, community mental health agencies, school-based settings, and university-setting counseling centers throughout the Chicagoland area. Additionally, Dr. Sturdivant has taught on the undergraduate and graduate levels at several accredited universities.  She is currently delivering psychological services to children, adolescents, and adults through The Chicago School Forensic Center. She also teaches and supervises graduate students and trainees at The Forensic Center.

Professional Development and Scholarship

Beyond the regularly scheduled training experiences, Interns are encouraged to participate in local conferences, meetings, and other professional development and scholarly activities. Interns will be allowed to participate in agency-based conferences or trainings as available with the agency with permission from the Training Director.

The CIC encourages Interns to get involved with clinical and/or institutional research projects at their sites. Some sites sponsor community engaged scholarship projects, and interns may have the opportunity to participate in such projects depending on their availability. Additionally, each intern will be required to complete an individual project, wherein they will identify a community or agency need and develop and oversee a project aimed at responding to that need.

Doctoral interns should consult with their primary supervisors regarding training and research opportunities, and interns should include scholarly goals and activities in their Training Contracts.

Consortium Sites

Three clinical consortium sites and one non-clinical consortium site will participate in the internship program for the 2017-2018 training year. They are Pillars Community Services, Lawrence Hall Youth Services and the Forensic Center as well as The Chicago School of Professional Psychology. Below are descriptions of each of the sites and their training positions.

Pillars Community Services

Pillars is the largest not-for-profit provider of mental health and social services in western and southwestern suburbs of Chicago. During the fiscal year 2015, Pillars served nearly 11,500 clients who reside in over 120 local communities.  Services offered include psychiatric treatment, mental health counseling, addictions, mental illness and substance abuse, child and family services, sexual assault, domestic violence, homeless and employment services, early Head Start, Head Start, and infant and toddler services. In the past year, Pillars served 4,097 clients within the specific service line of mental health. A wide range of diversity is found within this cohort.  Clients self-identified as 61% female and 39% male and the majority of clients claimed an age between 18 and 64. Also, clients identified as less than 1 % Asian or Pacific Islander, 10% African-American, 24% other, 27% Hispanic or Latino, and 39% Caucasian.  Pillars is committed to serving economically disadvantaged communities.  Within the mental health, domestic violence, and sexual assault service lines, 74.5% of clients reported to live below 100% of the Federal Poverty Line (FPL).  24% of clients served had an income between 100%-200% of the FPL, and 1.5 % lived with an income at 200% and above the FPL.

Pillars utilizes a “wraparound” approach, which involves an integrated, diverse, broad and comprehensive suite of programs and interventions. The agency is committed to respecting diversity, promoting and advocating for social justice, offering innovative and quality services, and acting as a responsible and involved member of the communities it serves.

As an agency with multiple service delivery sites in the southwest suburbs of Chicago, Pillars provides services including psychological testing, psychiatric treatment, mental health counseling, addictions, Mental Illness Substance Abuse, child and family services, integrated primary and behavioral health care, sexual assault, domestic violence, homeless and employment services. Through the Child and Family Development Center, Pillars also provides Head Start and Infant and Toddler services.

Training Activities: Over the course of the year, Interns are expected to carry a caseload of approximately 10-15 clients, complete 4-6 psychological assessments, and have the opportunity to develop and run an outpatient therapy group.  The purpose of these activities is to train interns to effectively serve the surrounding community by providing culturally competent interventions and wraparound services to clients.  Interns are expected to consult with the multiple programs and multidisciplinary staff within Pillars. The purpose of this is to ensure that the most comprehensive and clinically appropriate services are provided to clients.  Additionally, case management services are necessary in order to help connect clients with community-based resources and supports. The Intern works with children, adolescents, families and adults presenting with a broad range of serious emotional disturbance and mental health issues.

Community Nurse Health Association: Pillars partners with Community Nurse Health Association (CNHA), a nonprofit, reduced-cost integrated care medical clinic for adults and children, to provide integrated primary and behavioral health care to the underserved and under- or uninsured individuals in the La Grange area. Responsibilities at this site may include individual, couples, group and family therapy delivered in a short-term, evidence-based treatment model, as well as consultation with medical professionals, case management, and outreach to medical patients and community members. Preference will be given to bilingual (Spanish) applicants as well as applicants who have experience providing treatment in a primary health care system.

Lawrence Hall Youth Services

Client Demographics: Lawrence Hall is a not-for-profit child welfare agency established to assist at-risk youth and their families. In 2015, Lawrence Hall served 615 clients. Clients at Lawrence Hall range in age from 0 to 21 years of age with 81% falling within the 10 to 21 age range. Approximately 72% of the agency clients are African-American, 12% are Latino, 12% are Caucasian and the remaining identify as more than one race. All of the clients in the Child and Family Treatment Center, which is the principle setting for internship training, are male. However, female clients account for 32% of the total agency's client population.

Training Activities: Interns placed at Lawrence Hall maintain an individual caseload of approximately 4 to 5 youth, and are expected to lead therapy and milieu groups.  The Interns have the opportunity to provide intervention services within specialty programs in the center, including the Sexually Problematic Behavior program. Additionally, Interns are required to complete at least assessment batteries within the on-grounds therapeutic day school.   Interns also serve as members of a multidisciplinary treatment team that includes psychologists, social workers, practicum students, a psychiatrist, therapeutic recreation staff, music and art therapists, nurses, and case managers. They provide and receive consultation within this multidisciplinary team on on ongoing basis.

The Forensic Center

Client Demographics: The Forensic Center serves annually close to 500 clients. The client base is diverse, including male and female children, families and adults, and is comprised of close to 60% African American, 20% Latino and 13% Caucasian.  Approximately 70% of The Forensic Center’s client base is living below the Federal Poverty Guidelines and facing challenges such as violence, poverty, unemployment, and insufficient education opportunities. The Forensic Center is committed to working with the underserved and the under-resourced.

Many of the Forensic Centers mental health services are offered to individuals  free of charge.  The Forensic Center also collaborates with community partner agencies who lack the internal resources or expertise needed to serves the mental health needs of their target population.  The Forensic Center collaborates with such agencies to help both the clients seeking services and the agency to fulfill their mission.  In doing so, the benefits the Forensic Center offers to the community at large are two-fold: one, an affordable provider of mental health services to local residents, including under-served populations; and two, a support mechanism for community entities and systems seeking remedies to problems in their communities, such as child maltreatment, violence, and unemployment.

Training Activities:  The Forensic Center provides a training experience that includes psychological evaluations, treatment, supervision and mental health consultation.  Over the course of the training year, Interns are required to complete a minimum of eight psychological evaluations. Assessment cases include general valuations to assess overall functioning as well as more specialized assessments such as parent capacity, child custody, and risk assessments.  Interns are trained to use an evidence-based approach to assessments as well as to consider issues of marginalization, diversity and comorbidity.

With regard to treatment, interns are expected to maintain a caseload of 8 to 10 clients comprised of individual, family and group work during their training year.  A typical caseload includes complex forensic oriented cases involving matters such as victim related trauma, substance abuse, law breaking behavior, high conflict family matters, and violence.

Additionally, Interns participate in a community engagement initiative through which they assist in the coordination, oversight, and delivery of services to clients as well as assist with the supervision and didactic instruction of graduate students who are also assigned to the project. Interns are assigned to either the school based initiative aimed at reducing youth violence (Save Our School Children-S.O.S) or the initiative aimed at reducing recidivism among court involved adults or adults returning to the community from correctional facilities.  Interns also participate in an alternative to detention community initiative through which they facilitate psychoeducation groups with court involved youth with partnering agencies and institutions including Cook County Juvenile Probation. Lastly, interns have the opportunity to serve as mental health consultants for a partnering agency in which they provide a series of professional development trainings to help staff increase their understanding of mental illness and apply the information to the work with their clientele.

Services are provided predominately onsite.  However, some services are provided offsite at the partnering agencies facilities.  Specifically, psychoeducation workshops for court involved youth and the community engagement initiative.  Further, there are times when psychological evaluations are conducted in correctional settings depending on the nature of the case (e.g., pre-sentencing evaluation, adult transfer).

The Chicago School of Professional Psychology

The Chicago School of Professional Psychology is located in Chicago, Illinois and is dedicated to educating professionals whose practices exemplify a commitment to understand and respect individual and cultural differences. The application of humane professional judgment is achieved through the integration of psychological theory, scientific research, and professional practice. The curriculum and training opportunities prepare graduates to deliver professional services, emphasizing the need to understand diversity and the importance of working with underserved populations.

Employment, Malpractice, and Licensure

Doctoral interns receive a stipend of $24,500, and are eligible for health insurance benefits. The intern’s academic program may provide limited student malpractice insurance. Prior to starting the training program, all interns must provide proof that they have secured malpractice insurance of at least $3M annual aggregate and $1M per incident. If the insurance provided by the intern’s academic program does not meet this level of coverage, the intern must obtain supplemental malpractice insurance to ensure this level of coverage. Inexpensive student malpractice insurance is available through the American Psychological Association Insurance Trust (APAIT). Doctoral interns who need assistance in locating supplemental malpractice should contact the Director of Training.

Requirements and Application Process

Intern applicants must be in the process of completing a doctoral degree, preferably from an APA-accredited school. In addition, applicants must have completed all course work, practical training, and comprehensive exams prior to starting the doctoral internship.

The position requires solid clinical, leadership, organizational, and communication skills. Doctoral interns must demonstrate the ability to serve as excellent representatives of the program to the training community and as mentors and supervisors to student trainees. Successful candidates must have strong clinical training experiences. The Chicago School and the consortium institutions have received recognition for their commitment to diversity and multicultural education; ideal candidates will bring an appreciation and respect for diversity, experience working with diverse populations, and multicultural competence.

For the 2017-2018 training year, the consortium will participate in the APPIC match process and will utilize the AAPI process (www.appic.org—Click on “AAPI Online”). Please submit all of your materials online through the AAPI online service including:

  • Cover Letter (clearly stating your preference(s) in being considered for consortium sites/rotations and/or whether you would like to be considered for all three position options available)
  • Curriculum Vitae
  • AAPI Application (includes essays, DCT’s verification of eligibility and readiness)
  • Official Graduate Transcript(s)
  • 3 letters of Recommendation (1 letter may be from an academic source)
  • Sample Assessment Report (with all confidential information removed/changed)

The CIC is also partially affiliated with The Chicago School, and therefore applicants from The Chicago School will be weighted more during the initial review of applications.

The program will begin on August 21, 2017 and end on August 17, 2018. Positions for the 2017-2018 training year are currently available at Pillars (pillarscommunity.org), Lawrence Hall Youth Services (lawrencehall.org) and the Forensic Center (http://forensiccenter.org/).

Note that: “This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.” (Selection abstracted from APPIC website).

If you have specific questions that are not addressed on the website, please contact:

Dina Glaser, PsyD
Director of Applied Professional Practice & Training Consortia
325 N Wells, Suite 733
Chicago, IL 60654
[email protected]
(312) 379-1690

Internship FAQs

When is the deadline for applying for the 2017-2018 training year?
12/5/2016

When does the position start? 
August 21, 2017

What is the stipend? 
$24,500. Doctoral interns are eligible for health benefits.

How many hours per week will I be working? 
On average, the doctoral internship requires a 40-50 hour work week, which is fairly typical for the internship year. Each intern works approximately 35-40 hours per week at their clinical rotation, and the rest of the time is at rotating training sites for group supervision, didactics and supplemental supervision.

What types of supervision and didactics are offered?
Each intern has a minimum of 2 hours per week of clinical supervision, 1 ½ hours per week of group supervision/professional development, 1 1/2 hours of supervision of supervision, and 2 hours per week in didactics seminar. Specific placements may have additional requirements and offerings as far as supervision and didactics.

What is the interview process like?
When all applications are reviewed, potential candidates are invited for an interview by December 14, 2016. Interviews will tentatively take place the week of January 9, 2017. Interview days will be held on site at the community partner agencies. For phase II, interviews will be offered the week on February 27th and interviews will take place the week of March 6th.

How many positions are being offered? 
There are 7 positions available for the 2017-2018 training year.

Where is the internship located?
You will be working at least at two different locations – at The Chicago School campus at 325 N. Wells in Chicago, and the rest of the time at an off-campus clinical placement. Interns are also asked to travel to all four sites on a rotating basis for Monday's training day. Your clinical placement may be located in the city of Chicago or surrounding suburbs. Transportation may play a role in which placements you can seriously consider. A few of the clinical placements may require travel to more than one agency site as well. These details will be determined prior to your start date and will be included in your training contract.

Is the internship open exclusively to students of The Chicago School of Professional Psychology?
No. The CIC is partially affiliated with The Chicago School of Professional Psychology. Applicants from other schools are welcome to apply.

Will I be considered for the Post-Doctoral Fellowship Position with The Chicago School? 
We encourage our doctoral interns to apply for a Post-Doctoral Fellowship position in our program. While being an intern does not automatically guarantee you a position in the fellowship program, you may be given preference during the interview and selection process.